scholarly journals Challenges and Benefits of Web 2.0-based Learning among International Students of English during the Covid-19 Pandemic in Cyprus

2021 ◽  
Author(s):  
Isyaku Hassan ◽  
Qaribu Yahaya Nasidi ◽  
Mohd Nazri Latiff Azmi
Keyword(s):  
International Students ◽  
Web 2.0 ◽  
Eastern Mediterranean ◽  
Higher Learning ◽  
Independent Learning ◽  
Learning Tools ◽  
Web Based ◽  
Inadequate Knowledge ◽  
Group Interviews ◽  
Learning Institutions

There has been an increased reliance on Web-based learning, particularly in higher learning institutions, due to the outbreak of Covid-19. However, learners require knowledge and skills on how to use Web 2.0-based learning tools. Thus, there is a need to focus on how Web-based tools can be used to enhance learning outcomes. Therefore, this study aims to explore the challenges and benefits of Web 2.0-based learning among international students of English as a Second Language (ESL) at the Eastern Mediterranean University (EMU), North Cyprus during the Covid-19 pandemic. The data were collected from a purposive sample of 15 ESL learners at EMU using focus group interviews. The interview data were analyzed using inductive thematic analysis. The findings showed that challenges faced by international students of English at EMU during the Covid-19 pandemic include inadequate knowledge of technology and technical issues such as poor internet connectivity, inability to upload large files, and loss of password. Additionally, the findings showed that Web 2.0 technologies can help the students to enhance collaborative learning, independent learning, flexible learning, as well as competence in using technology for learning purposes. It was envisaged that this study would be beneficial to the management of higher learning institutions, educationists, and students in general. However, this study is limited to international ESL students at EMU with a few participants. To provide generalizable outcomes, further studies may adopt a quantitative or mixed-method approach.

scholarly journals Challenges and Benefits of Web 2.0-based Learning among International Students of English during the Covid-19 Pandemic in Cyprus

2021 ◽  
pp. 295-306
Author(s):  
Isyaku Hassan ◽  
Musa BaraU Gamji ◽  
Qaribu Yahaya Nasidi ◽  
Mohd Nazri Latiff Azmi
Keyword(s):  
International Students ◽  
Web 2.0 ◽  
Eastern Mediterranean ◽  
Higher Learning ◽  
Independent Learning ◽  
Learning Tools ◽  
Web Based ◽  
Inadequate Knowledge ◽  
Group Interviews ◽  
Learning Institutions

There has been an increased reliance on Web-based learning, particularly in higher learning institutions, due to the outbreak of Covid-19. However, learners require knowledge and skills on how to use Web 2.0-based learning tools. Thus, there is a need to focus on how Web-based tools can be used to enhance learning outcomes. Therefore, this study aims to explore the challenges and benefits of Web 2.0-based learning among international students of English as a Second Language (ESL) at the Eastern Mediterranean University (EMU), North Cyprus during the Covid-19 pandemic. The data were collected from a purposive sample of 15 ESL learners at EMU using focus group interviews. The interview data were analyzed using inductive thematic analysis. The findings showed that challenges faced by international students of English at EMU during the Covid-19 pandemic include inadequate knowledge of technology and technical issues such as poor internet connectivity, inability to upload large files, and loss of password. Additionally, the findings showed that Web 2.0 technologies can help the students to enhance collaborative learning, independent learning, flexible learning, as well as competence in using technology for learning purposes. It was envisaged that this study would be beneficial to the management of higher learning institutions, educationists, and students in general. However, this study is limited to international ESL students at EMU with a few participants. To provide generalizable outcomes, further studies may adopt a quantitative or mixed-method approach.

The Hybrid Course; Facilitating Learning through Social Interaction Technologies

2010 ◽  
pp. 540-552
Author(s):  
Lorraine D. Jackson ◽  
Joe Grimes
Keyword(s):  
Social Interaction ◽  
Web 2.0 ◽  
Course Design ◽  
Higher Learning ◽  
Discussion Boards ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
Face To Face Instruction ◽  
Data Mashups

This chapter surveys the benefits and challenges of hybridcourses, which blend face-to-face instruction with onlinelearning, and opportunities provided by the introduction of web-based social interaction technologies. It discusses thepedagogical implications of various Web 2.0 tools; that is, asynchronous discussion boards, blogs, wikis, podcasts, RSS, e-portfolios, folksonomies, educational gaming, data mashups, and simulations. The authors argue that ashybrid courses continue to evolve to meet the needs of students, instructors, and institutions of higher learning,the integration of Web 2.0 applications in a hybrid model requires thoughtful course design, clear educational objectives, and carefully planned activities.

Adoption of web-based assessment in higher learning institutions (HLIs)

2015 ◽  
Vol 7 (1) ◽  
pp. 113-122
Author(s):  
Abbi Godfrey Nangawe
Keyword(s):  
Diffusion Of Innovation ◽  
Academic Staff ◽  
Student Assessment ◽  
Higher Learning ◽  
Web Based ◽  
Content Type ◽  
Staff Members ◽  
Sustained Use ◽  
Assessment Of Student Learning ◽  
Learning Institutions

Purpose – The increasing availability of the internet has facilitated the development of web-based tools for the assessment of students’ learning in higher learning institutions (HLIs). However, research reveals that the use of such tools is largely dependent on the attitudes of academic and non-academic staff. Therefore, the purpose of this paper is to investigate those attitudes from the standpoint of Eric Rogers’ (1983, 2003) theory of diffusion of innovation. Design/methodology/approach – This is study of the attitudes of higher education staff members towards web-based student assessment, using Eric Rogers’ theory of diffusion of innovation as a lens. Findings – Promisingly, the survey of staff members in (HLIs) in Tanzania, a developing country, indicates moderately favourable attitudes towards adoption, diffusion and sustained use of web-based assessment of student learning. Originality/value – This is a unique look at HLIs in Tanzania and how staff attitudes are leaning in favour of embracing online assessment technology.

The Hybrid Course

2010 ◽  
pp. 816-828
Author(s):  
Lorraine D. Jackson ◽  
Joe Grimes
Keyword(s):  
Web 2.0 ◽  
Course Design ◽  
Higher Learning ◽  
Discussion Boards ◽  
Hybrid Courses ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
Face To Face Instruction ◽  
Data Mashups

This chapter surveys the benefits and challenges of hybrid courses, which blend face-to-face instruction with online learning, and opportunities provided by the introduction of Web-based social interaction technologies. It discusses the pedagogical implications of various Web 2.0 tools: that is, asynchronous discussion boards, blogs, wikis, podcasts, RSS, e-portfolios, folksonomies, educational gaming, data mashups, and simulations. The authors argue that as hybrid courses continue to evolve to meet the needs of students, instructors, and institutions of higher learning, the integration of Web 2.0 applications in a hybrid model requires thoughtful course design, clear educational objectives, and carefully planned activities.

The Hybrid Course

2010 ◽  
pp. 220-232
Author(s):  
Lorraine D. Jackson ◽  
Joe Grimes
Keyword(s):  
Web 2.0 ◽  
Course Design ◽  
Higher Learning ◽  
Discussion Boards ◽  
Hybrid Courses ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
Face To Face Instruction ◽  
Data Mashups

This chapter surveys the benefits and challenges of hybrid courses, which blend face-to-face instruction with online learning, and opportunities provided by the introduction of web-based social interaction technologies. It discusses the pedagogical implications of various Web 2.0 tools; that is, asynchronous discussion boards, blogs, wikis, podcasts, RSS, e-portfolios, folksonomies, educational gaming, data mashups, and simulations. The authors argue that as hybrid courses continue to evolve to meet the needs of students, instructors, and institutions of higher learning, the integration of Web 2.0 applications in a hybrid model requires thoughtful course design, clear educational objectives, and carefully planned activities.

Destination selection for education tourism

2017 ◽  
Vol 8 (3) ◽  
pp. 373-392 ◽  
Author(s):  
Muhammad Sabbir Rahman ◽  
Aahad M. Osman-Gani ◽  
Murali Raman
Keyword(s):  
International Students ◽  
Service Quality ◽  
Sample Size ◽  
Higher Learning ◽  
Future Research ◽  
Content Type ◽  
Selection For ◽  
Destination Selection ◽  
Learning Institutions ◽  
Selection Of

Purpose The purpose of this research is to empirically examine the critical factors that are influencing international students’ perception in the selection of a destination for education tourism. Design/methodology/approach This research seeks to develop a comprehensive framework embedded with service quality, destination image and spirituality behavior. The data were collected by administering a self-administered questionnaire to a sample of 220 respondents who were studying at the universities in Peninsular Malaysia. The constructs and items used in the questionnaire were adapted from the literature review. This research applied confirmatory factor analysis and structural equation modeling to test the proposed hypotheses. Findings The outcome of this research indicated that there is a substantial relationship between service quality and the choice of a destination for education tourism. This research also explored that destination brand image significantly relates to the selection of a destination for education, tourism when the destination loyalty variable plays a strong mediation role. Interestingly, the direct relationship between spirituality behavior and selection of destination was not significant. On the other hand, a significant relationship was discovered between spirituality behavior and choice of destination when the tourists’ intention plays as a mediating function. Research limitations/implications First, the limitation is in the scope of this study, as only five constructs were examined. Future research may include other types of variables in exploring the antecedents of destination selection for education tourism. Second, the sample size was only 220 and respondents were restricted to only a few universities. Future research should be done on a bigger sample size and on more diverse sample. Practical implications Managers of the respective higher learning institutions need to focus on tourists’ satisfaction by providing a memorable experience. International students who have satisfactory experience with the respective higher learning institutions will spread a positive word of mouth about the destinations to other prospective foreign students. Today, tourists have a strong urge to see the spiritual side of their liveliness. Policymakers need to offer services with the comportment of the spiritual settings in their respective educational environment to extend the spiritual experience toward international students. Social implications There is a need for more research on how to build a comprehensive model for selection of a destination in educational tourism. The results of this empirical research are of particular significance to policymakers, as it better informs them as to how best to use the antecedents in designing the destination choice for education tourism to establish it as more practical regardless of the diverse spiritual beliefs. Originality/value This research is one of the initial attempts on part of the researchers in Malaysian education tourism context where spirituality has been taken into consideration.

scholarly journals WEB 2.0-BASED LEARNING AND THE CHALLENGES OF CULTURE SHOCK AMONG INTERNATIONAL STUDENTS IN CYPRUS

2021 ◽  
Vol 4 (1) ◽  
pp. 205-213
Author(s):  
Isyaku Hassan ◽  
Musa Barau Gamji ◽  
Qaribu Yahaya Nasidi ◽  
Mohd Nazri Latiff Azmi
Keyword(s):  
International Students ◽  
Web 2.0 ◽  
Computer Literacy ◽  
Eastern Mediterranean ◽  
Culture Shock ◽  
Structured Interview ◽  
Learning System ◽  
Digital Learning ◽  
Web 2.0 Tools ◽  
Nigerian Students

With the emergence of new communication technologies, learning has been transformed digitally through Web 2.0 tools, in which digital devices are used to blend the learning system. Some students of tertiary institutions, especially international students who migrate to study out of their community or country, have different cultures of learning, thereby lacking skills and awareness on how to use the new learning system. This study, therefore, aims to investigate the use of web 2.0-based learning facilities and culture shock among international students at the Eastern Mediterranean University (EMU), North Cyprus. The data were collected from a purposive sample of 15 Nigerian students using a semi-structured interview as a data collection instrument. The data were analyzed using inductive thematic analysis. The study reveals that even though some Nigerian students face difficulties in managing Web2.0-based learning facilities like student portal and Moodle, their computer literacy helped them from the initial stage. The findings also indicate that some participants suggest adequate orientation to be organized for international students on the use of learning facilities in the institution. The study suggests that there is a need for further research on digital learning culture from the African perspective. Keywords: Culture shock, international students, digital learning, Web 2.0 tools

scholarly journals Perception of international student’s towards education services in Romania: Expectations and challenges.

2018 ◽  
Vol 5 (1-2) ◽  
pp. 104-116
Author(s):  
Yusuph Kambuga
Keyword(s):  
International Students ◽  
Social Adjustment ◽  
Language Barriers ◽  
Higher Learning ◽  
Education Services ◽  
Student Opinions ◽  
Financial Difficulties ◽  
The University ◽  
Learning Institutions

The study examines the perception, expectations and challenges among international students studying in higher learning institutions in Romania. The study has employed an open- ended questionnaire to collect largest student opinions. The study has involved participants from the University of Bucharest, University of Politehnica, University of Ploiesti, Academic studies of Economic Bucharest (ASE), Babes Bolyai, and Carol Davila University of Medicine. The international students involved in this study were almost from Asia, Africa, Southern America, and Europe. The responses of international students were divided into two parts. The first part discusses the perception and expectations and the second part presents the challenges faces such as education style, financial difficulties, language barriers, Homesickness, supervision problems, and cultural/social adjustment.

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